ED 314: Methods of Teaching Foreign Language

Seton Hill University

PACE Lesson

Grammar: PACE Model

Angela Krak

There are good models for teaching grammar in context IN THE TARGET LANGUAGE.
In this course, we focus on the PACE Model, developed by Donato and Adair-Hauck,
because it is a straightforward, easy model to follow and aims at teaching discovery
form or structure
THROUGH USE OF THE TARGET LANGUAGE
in context
with real-life tasks
for increased meaning for the learner.
In addition, The PACE model lays the groundwork for
other uses of storytelling in SLA.
Pace Model:
P - PRESENTATION of meaningful language
A - ATTENTION
C - CO-CONSTRUCT AN EXPLANATION
E - EXTENSION ACTIVITY
Lesson Title: La Camisa Negra
What is the context/thematic unit, including vocabulary and
grammatical structures, that this lesson addresses? Present vs.
Preterit/clothes/colors/ symbolism
Language: Spanish
Class Level: Level 3
Targeted World-Readiness Standards for Learning Languages
1. Communication (interpretive, interpersonal)
2. Cultures (live music video)
3. Connections
4. Comparisons
I. Objectives of the lesson
1. Students will be able to distinguish the difference between the present
and past tense in Spanish, and reproduce the preterit successfully 9/10
times.
2. Students will read more deeply into the lyrics, discovering at least three
themes or symbols within the text.
II. Materials
1. Two separate pairs of clothing- colorful for Dr. Stewart, and black for
Christina
2. La Camisa Negra lyrics (http://www.musica.com/letras.asp?letra=700020)
3. vocabulary photos

ED 314: Methods of Teaching Foreign Language

Seton Hill University
PACE Lesson
4. interview prompt
5. YouTube video for the song (https://www.youtube.com/watch?
v=J3eqAxYPkmA)
III. Procedures
A. Presentation (This phase may take 1- 1 days in its entirety.)
What story have you chosen for your Presentation?
I have chosen to use a song by Juanes called La Camisa Negra. It is
an authentic song, as Juanes is a popular artist from Colombia. In
addition, I will be playing the live version of the song so that the class
can hear the Latin beat with instruments.
Why is it appropriate for:
this thematic unit,
level of language, and
learners in the hypothetical class?
This song is very appropriate for a Level 3 classroom because it
includes both present and past tenses, specifically preterit. It follows a
pattern, using present tense in the beginning and end of the song, and
preterit throughout the middle. In addition, it includes subject/verb
agreement, colors, and clothing. La Camisa Negra would work with
the overall thematic unit of clothing and the preterit because it can
serve as an introduction to the tense. The song includes new
vocabulary words, many which are focused around darkness and
death. However, it is within the learners ability and pushes them
slightly above their current zone (i+1). The symbolism in the song can
be related to other literary works that they have read. For example, I
would ask what other stories/songs/or fables use color to express
feelings, symbols, or themes.
1. Pre-telling (to focus on prior knowledge, introduce essential
vocabulary, and anticipate learning) I will begin by highlighting
the symbolic meaning that colors can have. For example, red
(blood, fire, warmth, passion, evil), white (purity, innocence,
divinity), and green (nature, life, relaxing, fresh, envy). Then, I will
ask the class if they can contribute any others. Next, I will perform
an activity to introduce the theme and key vocabulary of the song.
Dr. Stewart will be given a pile of clothing, all of which are brightly
colored. She will be asked to choose one shirt to wear. Christina will
also be given articles of clothing, but hers will only be black. How
does it make her feel?
Ask the class what is the symbolism behind the color black?
(death, darkness, fear, danger, mystery, elegance)
Key vocab: luto, embrujo, herir, mentira, veneno, moribundo,
amargo, el alma, el difunto
2. Telling (must be interactive, including students in the process)
Students will take turns reading sections of the song. When they
reach a vocabulary word that has been reviewed, they will have to
hold up the corresponding image. In addition, verbs will be
2

ED 314: Methods of Teaching Foreign Language

Seton Hill University
PACE Lesson
highlighted in both the present and past tense. After, the song will
be played so that the students can hear what it sounds like in its
true form.
3. Post-telling (to highlight the main points and check for
understanding. May be whole class, small group, and/or paired
work.) Ask the students whether they thought the tone of the
song was positive or negative. Discuss the very present themes of
the song- blackness, death, pain, despair.
B. Attention to form (brief but draws students attention to form to be
discussed. Involves noticing, discovery led by the teacher. May occur during
the 1st or 2nd day of the lesson.)
1. Present tense vs. Past tense (present in red, past in blue)
2. Adjective/ subject agreement
3. Symbolism of la camisa negra
C. Co-Construction (Includes reviewing the story, providing a written text of
the story, and a DIALOGE where the teacher assists the students in selfexplanation of the targeted form.)
1. Qu podemos observar sobre la estructura de la frase? (What can
we observe about the sentence structure?) *repetition, great
description and detail, strong language
2. Cuales mtodos se usan Juanes para contar su historia? (Which
methods are used by Juanes to tell his story?) *symbolism,
repetition, metaphor, description
3. Qu piensan del uso de los dos tiempos, el presente y el pasado
(preterito)? (What do you think about the use of the two tenses,
present and preterit? *the majority of the song is in the present, but
Juanes drifts into the past to reminisce and tell what happened.
4. Puedes describir la perspectiva de Juanes? Est contento con su
relacin del pasado? (Can you describe the perspective of Juanes?
Is he content with his past relationship?) *he repeats that he has a
black shirt, and that his soul is also blackened by the experience.
No, the past relationship has left him feeling dead inside.
5. Cuales son algunos smbolos que aparecen en la cancin? (What
are a few symbols that appear in the song?) *luggage, black shirt,
venom
6. Te gust la cancin? Pueden pensar en algo parecido en nuestra
cultura? (Did you like the song? Can you think of a similar song in
our culture?)
D. Extension Activity (Learners use the newly form in creative and
interesting way to enhance/extend understanding.)
Paired Interview: Students will each be assigned a partner. They will be
able to brainstorm for five minutes before beginning the activity. The
prompt and focus of the interview will be, Explcame una situacin en
que tuviste una camisa negra. Qu ocurri, cmo te sintiste, y cmo
sobreviviste? (Explain a situation where you had a black shirt. What
happened, how did you feel, and how did you survive?) This will allow
the students to tell a story about a time that they struggled, while
using the past tense. In this situation, la camisa negra is used as a
symbolic representation of a hardship, struggle, or stimulus that
caused them pain.

ED 314: Methods of Teaching Foreign Language

Seton Hill University
PACE Lesson
IV. Cultural Information (How is authentic culture integrated into the lesson?)
The song itself is an authentic resource, because it was created by a native speaker
of Spanish for other native speakers. It includes vocabulary that students might not
learn otherwise, that helps to contribute to the theme and symbols of the song. In
addition, the video that the class will watch is a live performance by Juanes and his
band. The music is a representation of an upbeat Latin rhythm, that is quite
different from the music that we listen to in the United States.

ED 314: Methods of Teaching Foreign Language

Seton Hill University
PACE Lesson

Evaluation:
course grade

/100 points = 15% of total

Exceeds expectations

Strongly
meets
expectation
s

Minimally
meets
expectations

Does not
meet
expectation
s

1. Presentati A copy of the text is included and

the source is cited.
on

Context appropriate.
Integrates authentic
language/culture.
Age and linguistic level appropriate.
Pre-telling (focuses on prior
knowledge, introduces essential
vocabulary, and anticipates
learning)
Telling (interactive, includes students
in the process)
Post-telling (highlights the main
points and checks for
understanding.)

20

2. Attention Attention is brief

3. Co During the co-construction
phase, the teacher leads
Constructi
students through discovery of
on

/
20

targeted form by asking wellchosen, direct, clear questions

IN THE TARGET LANGUAGE as
much as possible.
4. Extension Creative and interesting activity
where students apply learning
Activity
to a new/different situation

5. Punctualit
y and
format
6. Presentati
on in
class

/
20
/10

Uploaded to Canvas on time

Comprehensive, including all
required components
Clearly, concisely, &
comprehensively stated
Presenter can be well heard and
well understood the cadence
of speech is appropriate.
Well-organized
Includes interaction with the
class

/
30

TOTAL
Evidence of strengths:

/
100

ED 314: Methods of Teaching Foreign Language

Seton Hill University
PACE Lesson
Examples of where you could improve: